Influence of Regular Teacher Development Programmes on Implementing Inclusive Education in Public Primary Schools, Morogoro Municipal, Tanzania

This study examines the influence of regular teacher professional development programs on implementing inclusive education in public primary schools in Morogoro Municipal, Tanzania. The study also assesses how continuous professional development affects their ability to accommodate and engage students with diverse educational needs within mainstream classrooms. To this end, the study adopted the Social Learning Theory, proposed by Canadian-American psychologist Albert Bandura in 1977. This theory posits that learning occurs through observation, imitation, and modeling, influenced by factors such as attention, motivation, attitudes, and emotional conditions to frame the analysis. A convergent research design under a mixed research approach was utilized, employing both probability and non-probability sampling techniques to select respondents Data were collected from five (5) Heads of Schools (HoSs) and fifty (50) Teachers using interview guides and questionnaires. The study found that professional development for teachers plays a crucial role in promoting effective inclusive education practices, curriculum development, and student achievement. However, the study also highlighted a limited understanding of how these practices are implemented and interact within the school settings to support inclusive education. The hypothesis test indicated a significant momentous relationship between teacher professional development programs and the implementation of inclusive education in public primary schools. The study concluded that school administrators should focus on improving this professional development to enhance inclusive education practices. The study also resolved that effective professional development and inclusive education practices jointly create a supportive school environment that improves teaching and learning outcomes for all students. Therefore, the study recommended that the Ministry of Education and PORALG organize capacity-building programs for HoSs and teachers, focusing on inclusive education skills and effective implementation strategies.